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The corona crisis has promoted the spread of online classes at educational institutions around the world, but at the same time, its problems have become apparent. In particular, it is not easy for a teacher to get a response from students in a one-to-many video distribution format remote class compared to a face-to-face class, which makes it difficult to provide educational guidance. Therefore, we defined the information obtained from non-verbal communication in face-to-face classes as "Class Atmosphere" and analyzed the reason why it is lost in remote classes. In order to compensate for this, we have prototyped a cloud-based teaching assistance application that can visualize students' willingness to participate in remote classes and their understanding status. This paper shows an overview and implementation configuration of the developed application that compensates for missing information, and also describes its utility and issues for future practical use. [ABSTRACT FROM AUTHOR]

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Interaction that occurs in the classroom involves interaction between the teacher and students as well as students and students. One form of class interaction is communication. Communication that is continuously intertwined can also form relationships. A comfortable and pleasant classroom atmosphere is a hope for all class members so that learning objectives can be achieved and can form the class as a shalom community. During the practicum, the writer found that there was no interaction between grade 10 science-track students due to students' individualist attitudes. The teacher as an artist strives and plays a role in creating a pleasant classroom atmosphere through innovative learning methods. Therefore, the writing of this writing aims to find out if the method of learning while playing can build student interaction. The method of learning while playing is one of the innovative, creative, and beneficial learning methods used to increase student interaction and support the achievement of learning objectives. Based on the results of a survey of grade 10 science-track students and mentor feedback, the method of learning while playing using the "Snakes and Ladders" game was proven to be able to increase interaction and relationships between students. However, to see an increase in student interaction consistently, it cannot be measured through one application, but requires a longer time or process. In its application, the teacher also needs to pay attention to the types of educational games used to apply the learning method while playing. BAHASA INDONESIA ABSTRACT: Interaksi yang yang terjadi di dalam kelas melibatkan interaksi antara guru dan siswa maupun siswa dengan siswa. Salah satu bentuk interaksi kelas yaitu adanya komunikasi. Komunikasi yang secara terus menerus terjalin juga dapat membentuk relasi. Suasana kelas yang nyaman dan menyenangkan menjadi harapan bagi seluruh anggota kelas agar tujuan pembelajaran dapat tercapai serta dapat membentuk kelas sebagai komunitas shalom. Dalam masa praktikumnya, penulis mendapati tidak adanya interaksi yang terjalin di antara siswa kelas X-IPA disebabkan oleh sikap individualis siswa. Guru sebagai seorang seniman berupaya dan berperan untuk menciptakan suasana kelas yang menyenangkan melalui metode pembelajaran yang inovatif. Oleh sebab itu, tulisan ini bertujuan untuk mengetahui bahwa metode belajar sambil bermain dapat membangun interaksi siswa. Metode belajar sambil bermain merupakan salah satu metode pembelajaran yang inovatif, kreatif, dan bermanfaat untuk meningkatkan interaksi siswa serta menunjang tercapainya tujuan pembelajaran. Berdasarkan hasil survei terhadap siswa kelas X-IPA dan feedback mentor, metode belajar sambil bermain dengan menggunakan media permainan ular tangga terbukti dapat meningkatkan interaksi serta relasi antar siswa. Namun untuk melihat adanya peningkatan interaksi siswa secara konsisten, tidak dapat diukur melalui satu kali penerapan, namun membutuhkan waktu atau proses yang lebih lama. Dalam penerapannya, guru juga perlu memerhatikan jenis permainan edukatif yang digunakan untuk menerapkan metode belajar sambil bermain.

Copyright of Hudební Výchova is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Society: Chinese Journal of Sociology / Shehui is the property of Society: Chinese Journal of Sociology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Learners with Attention Deficit Hyperactivity Disorder (ADHD) traditionally display disruptive and other associated negative behaviour in the classroom setting. This is due to the inattention, hyperactivity, lack of social skills and high levels of oppositional behaviour that these learners often struggle with. To change the classroom atmosphere and enhance the learning environment necessitates knowledge on the side of the teacher to support these learners in the classroom setting. The aim of the research was imbedded in the research question underpinning this investigation: Could learners with ADHD be supported in the classroom setting using behaviour management strategies to address inattentiveness, hyperactivity, poor social skills and oppositional behaviour? Four hypotheses were stated and tested with regard to the influence of behaviour management strategies on these manifestations of learners with ADHD. The statistically significant results of the intervention, which incorporated behavioural management, cognitive-behavioural modification and educational interventions, clearly reduced distractibility and hyperactivity and improved social skills. Statistically significant improvement did not occur in the area of opposition. It can be concluded that behaviour management strategies have potential to decrease the typical behaviour of learners with ADHD in the classroom setting and that knowledge of behaviour management strategies may benefit teaching. [ABSTRACT FROM PUBLISHER]

This article follows the line of investigation started in 1995 in the Atlantic Zone University Center [CURZA] of the Comahue National University [UNCo], focused on the study of different aspects of the High School reform in Rio Negro: the democratization of the educational system, the regulatory aspects, the school practice and the representations of the subjects who teach and learn. Coexistence, focal point of this presentation, is developed in day-today life at the institution. In this work we analyze what adolescents say through interviews and surveys carried out with 2nd and 3rd year students of all the high schools in Viedma, Rio Negro. The aim is to briefly establish some considerations with respect to this group of socio-educative actors and their representation of the different aspects which make up the subject matter we are dealing with, among others: institutional regulations, conflicts and the way they can be settled, spheres and ways of participation in institutional practice, their assessment of other socio-educative actors, as well as the contribution of high school to the formation of the subject today. [ABSTRACT FROM AUTHOR]